Not all learning problems are learning disabilities. The terms cannot be used synonymously. The Learning Disabilities Association of Canada officially adopted this definition of learning disabilities on January 30, 2002

“Learning disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.”

“Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making).”

“Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

• oral language (e.g. listening, speaking, understanding);
• reading (e.g. decoding, phonetic knowledge, word
• recognition, comprehension);
• written language (e.g. spelling and written expression); and
• mathematics (e.g. computation, problem-solving).

“Learning disabilities are due to genetic and/or neurobiological factors or injury that alters brain functioning in a manner which affects one or more processes related to learning. These disorders are not due primarily to hearing and/or vision problems, socio-economic factors, cultural or linguistic differences, lack of motivation or ineffective teaching; although these factors may further complicate the challenges faced by individuals with learning disabi-lities. Learning disabilities may co-exist with various conditions including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.”

Since learning disabilities are intrinsic to the individual, the French immersion program does not cause them nor can they be solved by simply changing the language of instruction. Deficits in the area of cognitive ability and academic skills are independent of the program in which the student is enrolled and the language in which the student receives instruction. Several studies have indicated that learning disabilities are present no matter the language of instruction. Immersion has been found to be suitable for students having academic difficulty and for the learning disabled (Cummins, 1984; Bruck, 1985; Wiss, 1989; Edwards, 1989; Keep, 1993; Ali Khan, 1993). Students enrolled in an immersion program who have a language disability are no more impeded than their counterparts in the English program. Language disability is an impediment to academic achievement, but this has not been found to be greater when the students are enrolled in an immersion program. (Halsall, 1998.) 

Dr. Rousseau (1998) conducted a two-year study of Edmonton Public students in a special immersion program for students with learning disabilities. She concluded that not only did the children gain up to two years in English reading comprehension and written language, they also improved their French language skills as well as did other non-disabled immersion students. The children’s self-perception of their abilities improved significantly from a very negative to a much more positive view.

A transfer to the English program is often considered for students experiencing learning or behaviour problems. The transfer of children from an immersion program to a regular program in most cases results in no improvement in the children’s academic success, nor in their behaviour. Researchers have encouraged the development of strategies for working with special needs students within the French immersion program rather than encouraging these students to transfer. (Ali Khan, 1993; Cummins, 1984; Demers, 1994; Halsall, 1994; Keep,1993; Murtaugh & Dirren, 1992) Demers states that as a result of transferring to the English program, the loss of self-esteem and the disruption of the immersion student’s peer grouping may cause a worsening of the learning or behaviour problem. Transferring a learning disabled student out of French immersion may in fact be taking away that individual’s opportunity to become bilingual.